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Computing · B9

Term 2 · Week 6 · 2.00 credits · GHS 1.00

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Lesson Note - Computing

Standalone Teacher

Weekly Lesson Plan

JHS 3 (B9) · Term 2

Computing

Lesson 1 of 1

Week Ending

Friday, 24 Apr 2026 Backdated

Week & Term

Week 6 · Term 2

Class Teacher

Felix Yeboah

Subject

Computing

Class

JHS 3 (B9)

Class Size

Duration

60 mins

Week No.

Week 6

Strand

3. Communication Networks

Sub-Strand

3. Information Security

Content Standard & Indicators

B9.3.3.1.1 B9.3.3.1.2

Content Standard

Recognise data threats and the means of protection

Indicator 1 B9.3.3.1.1

Discuss cyberbullying cyberstalking digital footprint and digital shadow on the Internet

Indicator 2 B9.3.3.1.2

Explain ten information hacking techniques on the Internet environment

Performance Indicator

Learners will identify and discuss cyberbullying, cyberstalking, digital footprint, and digital shadow with examples from Ghanaian online contexts.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (20 mins) New learning + assessment	Resources	Phase 3: Plenary (6 mins) Reflection + exercise
Mon 20 Apr 2026	1Identify what cyberbullying and cyberstalking mean using prior knowledge of online behaviour 2Show learners two short phrases on the board: 'Ama received mean comments on her TikTok video' and 'Kwame's location was shared online without permission' — ask: Which one is bullying? Which is stalking? Learners discuss with their partner and raise hands to answer	UNDERSTANDING CYBERBULLYING, CYBERSTALKING, DIGITAL FOOTPRINT, AND DIGITAL SHADOW 1Play a film clip using the Projector showing a Ghanaian teenager experiencing cyberbullying on social media — pause after and ask: What did Kofi do that was hurtful? What platform did he use? Learners write one sentence in their books 2Display on the Projector four definition cards: cyberbullying (repeated harmful messages online), cyberstalking (following/tracking someone online without permission), digital footprint (all information you leave online), digital shadow (information collected about you without your knowledge) — read aloud, learners copy into books with one Ghanaian example per term (e.g. cyberbullying: insulting someone's appearance on Facebook) 3Pair learners — distribute the Textbook opened to the Information Security section — each pair finds ONE real example of cyberstalking or digital footprint from the case study and shares aloud (e.g. 'Abena's WhatsApp status shows her home location every day')	1Computer/Laptop 2Projector 3Textbook (Computing Curriculum — Information Security section) 4Internet connection	1Ask: 'If you post a photo at Makola Market with the street sign visible, whose digital footprint is that — yours or someone else's?' — learners discuss with their seat partner and one pair shares the answer (yours, because you posted it) 2Learners stand in two lines — one line represents 'Digital Footprint' (things you share), the other 'Digital Shadow' (things collected about you) — read out: 'Your location from Google Maps' — learners move to the correct line and explain why Exercise 1Write one sentence: Name one way Kwesi's digital footprint could harm him if someone uses his posted photos and personal comments from Instagram to cyberstalk him. Explain in their exercise books.
Wed 22 Apr 2026	1Recall and list at least five information hacking techniques from Day 1 discussion 2Show three rapid-fire cybersecurity scenarios on the projector: (1) Ama receives an email asking her to reset her bank password via a link; (2) Kofi's laptop suddenly locks and demands GH₵500 to unlock; (3) Yaw's Instagram account logs in from an unknown location. Ask learners to whisper to their partner: Which technique is happening in each scenario?	EXPLAINING TEN HACKING TECHNIQUES WITH REAL EXAMPLES 1Display the textbook page listing ten techniques (phishing, keyloggers, Denial of Service, eavesdropping, malware, brute force, social engineering, ransomware, man-in-the-middle, spyware) on the projector. Read aloud: Define phishing as 'fake emails pretending to be from a bank asking you to enter your password.' Ask: Why would a hacker send this? Learners write one-sentence answers in books 2Pair learners. Assign each pair TWO techniques from the list. Learners use the textbook to find the definition and one real-world example (e.g., 'Ransomware: criminals encrypt your files and demand money—like Abena's school laptop being locked last year'). One pair comes to the board and writes their two techniques and examples for the class 3Display on the projector a table with columns: Technique \| How It Works \| Real Ghana Example. Fill in three rows together (phishing, keylogger, DDoS). Ask: Which one is most dangerous? Learners hold up 1–3 fingers to vote; accept all answers without judgment	1Computer/Laptop 2Projector 3Textbook 4Internet connection	1Learners stand in a circle. Teacher names a hacking technique; the first learner to raise their hand explains it in one sentence—if correct, they sit down; continue until all ten are explained 2Pairs swap their written examples from Phase 2 and read each other's work; thumbs up if the example is clear and matches the technique, thumbs sideways if it needs improvement Exercise 1Write down three of the ten hacking techniques you studied today and explain in two sentences how each one could happen to a student using the internet at school or at home in their exercise books.

Class Teacher

Felix Yeboah

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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